An equity score of 56/100 ranks Dublin Isd #408 of 1047 districts in Texas (state average 50). Derived live from how evenly resources are distributed across the district's schools.
At $12,874 per pupil, Dublin Isd ranks #719 of 1207 Texas districts by per-pupil spending (Texas districts). NCES F-33 finance data.
1,146
Total Enrollment
3
Schools
$12,874
Per-Pupil Spending
Combined, Elementary
School Types
District-Level NCES Analysis
Dublin Isd operates 3 public schools serving 1,146 students, placing it among the smallest districts in Texas. The school portfolio breaks down into 2 combined, 1 elementary schools, a small enough portfolio that most families will interact with nearly every campus in the district at some point. These enrollment and school figures come from the NCES Common Core of Data (CCD) 2024-25 release, and the district is based in Erath County.
Per-pupil expenditure runs $12,874 according to the NCES F-33 School District Finance Survey, in the lower half of 1207 Texas districts by per-pupil spending. See how Texas compares in our national per-pupil spending analysis. The funding mix is 28.7% local, 48.3% state, and 22.9% federal, a balanced mix across local, state, and federal sources, spreading budget risk across funding cycles rather than concentrating it in one. The district's equity score is 56/100, ranked #408 of 1047 in Texas against a state average of 50, in line with the typical spread seen across the state for how evenly funding reaches its schools.
a 242.4:1 student-counselor ratio, that meets the ASCA-recommended benchmark, and 10.3% chronic absenteeism from the 2021-22 Civil Rights Data Collection. Demographically, the student body averages 62.7% Hispanic or Latino, 34.9% White, 0.2% African American across the district's schools. Its most demographically mixed campus is Dublin El, with a diversity index of 49.1/100.
Its largest campus is Dublin H S, enrolling 486 students (43% of the district's total enrollment).
Dublin H S accounts for 42.4% of all Dublin Isd student enrollment
That dominant concentration means Dublin Isd-wide averages can mask substantial variation outside the largest entity. Grade band: combined. The share measures enrollment concentration only; it does not establish how the district allocates programs, capital, or staff. Enrollment-weighted aggregates give this entity more weight than any smaller peer, while an unweighted entity average treats every record equally.
Dublin Isd school enrollment varies 2.0× across entities
Dublin Isd school enrollment ranges from 239 students (lowest) to 486 students (highest), a spread of 247 students. That relatively narrow ratio reflects an unusually homogeneous campus portfolio, most districts have a wider mix of school sizes. Per-school staffing ratios, programme availability, and capital-renovation cycles often diverge inside the same district based on enrollment shape.
The reported share sits between 62.5% and 75%, above a simple majority but below the highest descriptive band used here. Title I operates under the Every Student Succeeds Act (ESSA, 2015), but its statutory allocation uses additional LEA-level counts and rules not represented by this average. This percentage is an economic-need context measure; it does not establish a Title I award, show dollars received, or describe how funds are distributed among campuses.
Dublin Isd student-counselor ratio is 242:1 — low (typically associated with meeting or exceeding the American School Counselor Association (ASCA) recommended 250:1 benchmark, which correlates with stronger college and career counseling capacity)
student-counselor ratio is the simplest comparative metric but it does not capture the full picture: the ratio counts FTE counselors against total enrollment, districts that contract intervention or social-emotional staff outside the counselor classification may be under-counted Lower values often correlate with smaller scale and population characteristics rather than higher resource budgets per se.
Dublin Isd chronic absenteeism rate is 10.3% — low (typically associated with lower-than-average attendance disruption; districts in this range often have attendance interventions, robust transportation, or smaller catchments that reduce barriers)
chronic absenteeism rate is the simplest comparative metric but it does not capture the full picture: a student is chronically absent if they miss ≥10% of enrolled days for any reason, illness, family obligations, or disengagement Lower values often correlate with smaller scale and population characteristics rather than higher resource budgets per se.